cfacteam.weebly.com · web viewin compliance with end-of-course assessments required by state...

AVIDEOC Assessments

Advancement Via Individual Determination

Grade 7 AVID Elective Course

End-of-Course Assessment

Test Item Specifications

Revised: January 2015

1

Copy Right Statement

The material contained herein may not be published, printed, rewritten, copied, or redistributed, except to make paper copies of the contents only for distribution and use within schools currently contracting with AVID Center and implementing the AVID elective. Copying or transmitting of any kind of this material is strictly forbidden without permission from AVID Center.

Copyright © 2015AVID Center

San Diego, California

2

Table of Contents

4 IntroductionOrigin and Purpose of the SpecificationsScope of this DocumentOverall Considerations

6 Criteria for Grade 7 AVID Elective End-Of-Course Assessment Test ItemsUse of GraphicsItem Style and FormatScope of Test ItemsGuidelines for Item Writers

10 Item Difficulty and Cognitive Complexity of Grade 7 AVID Elective End-of-Course Assessment Test Items

Item DifficultyCognitive ComplexityUniversal Design

17 Review Procedures for Grade 7 AVID Elective End-of-Course Assessment Test Items

Review for Potential Bias and Community SensitivityReview of Test Items

18 Guide to the Individual Benchmark SpecificationsBenchmark Classification SystemDefinitions of Benchmark Specifications

21 Individual Benchmark Specifications for Grade 7 AVID Elective End-of-Course Assessment

A–1 Appendix A: Directions for Item Review and Grade 7 AVID Elective End-of- Course Assessment Item Rating Form

B–1 Appendix B: Content Assessed by Grade 7 AVID Elective End-of-Course Assessment

C–1 Appendix C: AVID Item Writer Glossary

D–1 Appendix D: Grade 7 AVID Elective End-of-Course Assessment Test Design Summary

E–1 Appendix E: Course Description for Grade 7 AVID Elective

3

Introduction

In compliance with End-of-Course Assessments required by State Boards of Education, AVID Center has designed and approved the EOC for the Grade 7 AVID Elective. The AVID Standards are subdivided into benchmarks that identify what a student should know and do following completion of this course. The Grade 7 AVID EOC Assessment measures achievement of students enrolled in this course, by assessing student progress on benchmarks that are assigned to the Grade 7 AVID Elective Course description which are located in Appendix E.

Origin and Purpose of the SpecificationsAVID Center and an EOC writing committee of experienced AVID educators developed and approved the Specifications. The Specifications is a resource that defines the content and format of the test and test items for item writers and reviewers. The Specifications indicates the alignment of test items with the Common Core State Standards. It also serves to provide all stakeholders with information about the scope and function of the end-of-course assessment.

Scope of this DocumentThe Specifications for Grade 7 AVID Elective EOC Assessment provides general guidelines for the development of all test items used in this assessment.

The Overall Considerations section in this Introduction provides an explanation of the AVID concepts and elements assessed by the test. The Criteria for Grade 7 AVID Elective EOC Assessment Test Items section explains the general guidelines for selection and development of multiple-choice items. The Item Difficulty and Cognitive Complexity of the Grade 7 AVID Elective EOC Assessment Test Items address cognitive complexity levels as well as item difficulty and universal design. The Review Procedures for the Grade 7 AVID Elective EOC Assessment Test Items section covers the review processes used to ensure the quality of the stimuli and test items. The Individual Benchmark Specifications section contains specific information about each benchmark. This section provides benchmark clarification statements, content limits, stimulus attributes, content focus, and a sample item for each benchmark.

4

Overall ConsiderationsThis section of the Specifications describes the guidelines that apply to all test items

developed for the Grade 7 AVID Elective EOC Assessment.Overall considerations are broad item-development issues that should be addressed

during the development of test items. Other sections of Criteria for Grade 7 AVID Elective End-of-Course Assessment Items relate more specifically to one aspect of the development (e.g., content limits or stimulus attributes).

1. Most test items should be written to measure primarily one benchmark; however, other benchmarks may also be reflected in the item context.

2. Some benchmarks are combined for assessment; the individual specification indicates which benchmarks are combined.

3. Test items should be appropriate for students in terms of course content experience and difficulty, cognitive development, and reading level.

4. Test items should be written to match a variety of cognitive levels. Each benchmark should be assessed by items of varying cognitive complexity.

5. The reading level of the test items should be grade 7, except for specifically assessed AVID terms or concepts.

6. Test items should assess the application of the concept rather than the memorization of AVID facts unless otherwise noted in the individual benchmark specifications.

7. Some test items may require the student to define and/or apply terms, while other test items will require students to understand terms used in specific context.

8. Test items will not require the student to create a chart, table, or graph.

9. Each test item should be written clearly and unambiguously to elicit the desired response.

10. Test items should not be designed to create disadvantage or exhibit disrespect to anyone in regard to age, gender, race, ethnicity, language, religion, socioeconomic status, disability, occupation, or geographic region.

11. The item context should be designed to interest middle school students.

12. All test items should be placed in a real-world context unless otherwise noted in the individual benchmark specifications. The context should lead the student cognitively to the question. Every effort should be made to keep the test items as concise as possible without losing cognitive flow or missing the overall idea or concept.

13. The item content should be timely but not likely to become dated too quickly.

5

Criteria for the AVID Elective End-of-Course Assessment Test Items

All AVID EOC Assessment test items are in multiple-choice (MC) format. The general specifications on pages 6 through 9 cover the following criteria for the Grade 7 EOC Assessment: • Use of Graphics• Item Style and Format• Scope of Test Items• Guidelines for Item Writers

Use of GraphicsGraphics are used to provide both necessary and supplemental information. That is, most graphics contain information that is necessary for answering the question, while other graphics illustrate or support the context of the question. Items may include text, diagrams, illustrations, charts, or tables, unless otherwise noted in the Individual Benchmark Specifications section.

Item Style and FormatThis section presents stylistic guidelines and formatting directions that should be followed while developing test items.

General Guidelines1. The AVID EOC Assessment may be used as a computer-based assessment or a pencil/paper assessment.

2. Test items should be clear and concise, and they should use vocabulary and sentence structure appropriate for grade 7.

3. AVID concepts should be appropriate to the content covered in the AVID course description. The course description can be found in Appendix E.

4. Test items should have only one correct answer. The words most likely or bestshould be used sparingly.

5. The final sentence of all item stems must be expressed as a question.

6. Graphics in test items should be clearly labeled and contain all informationnecessary for a student with benchmark mastery to answer the test item correctly.

7. Test item questions using the word not should emphasize the word not using alluppercase letters (e.g., “Which of the following is NOT an example of . . .”). The word not should be used sparingly.

6

Multiple-Choice (MC) Items1. MC items should take approximately one minute per item to answer.

2. MC items are worth one point each.

3. MC items should have four answer options (A, B, C, D).

4. During item development and review, the correct response should be indicated with an asterisk next to the answer option letter.

5. During item development and review, the rationale for distractors (incorrect answer options) should be indicated and placed in its own section on the Item Development Template.

6. In most cases, answer options should be arranged vertically beneath the item stem.

7. If the answer options for an item are strictly numerical, they should be arranged in ascending or descending order, with the place values of digits aligned. When the item requires the identification of a choice from the item stem, table, chart, or illustration, the options should be arranged as they are presented in the item stem.

8. Answer options should be arranged by the logic presented in the test item, by alphabetical order, or by length. Options may also be ordered in reverse alphabetical order or from longest to shortest. Options that are one word in length should be in alphabetical or reverse alphabetical order.

9. Each distractor should be a plausible answer for someone who does not know the correct answer.

10. Whenever possible, distractors should include common AVID Elective misconceptions orrepresent conceptual or factual errors commonly made by students who have not mastered the assessed concepts.

11. All distractors should be written in a style appropriate to the question asked. For example, a how question should have distractors that explain how.

12. Paired comparison structure of options should be avoided.

13. Options should have parallel structure whenever possible. Test items should not have an outlier (e.g., an option that is significantly longer than or different from the other options).

14. Test items should not be clued or answered by information in the stem or other options.

15. Options such as none of the above, all of the above, not here, not enough information, or cannot be determined should not be used as distractor rationales.

16. If an option is a single word or a phrase, the option should start with a lowercase letter. If an option is a sentence, the sentence should be conventionally capitalized and punctuated. Options that are imperatives should be treated as sentences.

7

Context-Dependent (CD) Item Sets1. The stimulus for the CD set may be an example from the AVID Curriculum or Web-site. The stimulus may include an AVID document, short passage, poem, chart, graph, student writing sample or scenario.

2. The reading level of the stimulus, excluding AVID terms, should be Grade 7.

3. Test items will be written so that students with benchmark mastery use AVID contentknowledge and the information in the passage/stimulus to answer the test items in the set.

4. Test items will not be clued or answered by information in the passage/stimulus or other items in the set.

5. Test items may require the student to analyze, interpret, evaluate, and/or drawinferences from the information in the stimulus.

6. As many test items as possible should be written to the stimulus. Those test itemsshould represent an appropriate variety of benchmarks. On a test, a minimum oftwo different benchmarks should be assessed in a CD set.

7. CD sets may be titled; however, titles are not required.

Scope of Test ItemsThe scope of Grade 7 AVID EOC Assessment test items is presented in Appendix B. The benchmarks serve as the objectives to which the test items are written. There may be additional guidelines or restrictions located in the individual benchmark specifications.

This document also contains remarks and examples under various benchmarks giving specific content that potentially could be assessed. The remarks can also be used to focus test items on specific subjects covered by the benchmark, in addition to, but not exclusive of, the list of Content Focus topics found in the Individual Benchmark Specifications section.

8

Guidelines for Item Writers

AVID Elective item writers must have a comprehensive knowledge of the assessed AVID curriculum and a strong understanding of the concepts. Item writers should know and consistently apply the guidelines established in the Specifications as well as contribute to the goal of developing test content that allows students to perform at their best. Item writers are also expected to use their best judgment in writing items that measure the AVID benchmarks without introducing extraneous elements that reflect bias for or against a group of students.

Item writers for the Grade 7 AVID EOC Assessment must submit items in a particular format and must include the following information about each item. Because items are rated by committees of AVID educators following submission to the state DOE, familiarity with the directions for rating items (found in Appendix A) will prove useful to all item writers.

Format Item writers must submit test items in the agreed-upon template. Allappropriate sections of the template should be completed before the itemsare submitted.

Sources Item writers are expected to provide sources for all verifiable informationincluded in the test item. Acceptable sources include AVID Curriculum, AVID Web Site File-Sharing Documents, Modules on Demand, AVID Online E-learning Courses, and/or public domain texts from Authorama.com and the Library of Congress.

Correct Response Item writers must supply the correct response. Each distractor should be a

believable answer for someone who does not know the correct answer.Rationales must include explanations for these errors.

Submissionof Items When submitting items, item writers must balance several factors. Item

submissions should: include items of varying difficulty; include items of varying cognitive complexity; include items from varying content foci; include the content source(s) for the item; have a balance in location of the correct answer within

benchmarks; and be accurate of the content.

9

Item Difficulty and Cognitive Complexity of Grade 7 AVID Elective End-of-Course Assessment Test Items

Educational standards and assessments are aligned based on the category of content covered and also on the complexity of knowledge required. The Grade 7 AVID Elective EOC Assessment items, must also reflect these goals and standards. It is important to develop items that elicit student responses that demonstrate the complexity of knowledge and skills required to meet these objectives. The degree of challenge of test items is currently categorized in two ways: item difficulty and cognitive complexity.

Item DifficultyThe difficulty of test items is initially estimated by committees of educators participating in Item Content Review meetings each year. As each test item is reviewed, committee members make a prediction of difficulty based upon their knowledge of student performance at the given grade level. The classification scheme used for this prediction of item difficulty is based on the following:

Easy More than 70 percent of the students are likely to respond correctly.

Average Between 40 percent and 70 percent of the students are likely to respond correctly.

Challenging Fewer than 40 percent of the students are likely to respond correctly.

After an item appears on a test, item difficulty refers to the actual percentage of students who chose the correct answer.

10

Cognitive Complexity

Cognitive complexity refers to the cognitive demand associated with an item. The cognitive classification system implemented for the AVID EOC is based upon Dr. Norman L. Webb’s Depth of Knowledge (DOK) levels.1 The rationale for classifying a test item by its DOK level of complexity focuses on the expectations made of the test item, not on the ability of the student. When classifying a test item’s demands on thinking (i.e., what the test item requires the student to recall, understand, analyze, and do), it is assumed that the student is familiar with the basic concepts of the task. Test items are chosen for the AVID EOC assessments based on their grade-level appropriateness, but the complexity of the test items remains independent of the particular curriculum a student has experienced. On any given assessment, the cognitive complexity of a multiple-choice item may be affected by the distractors. The cognitive complexity of a test item depends on the grade level of the assessment; a test item that has a high level of cognitive complexity at one grade may not be as complex at a higher grade.

The categories—low complexity, moderate complexity, and high complexity—form an ordered description of the demands an item may make on a student. For example, low-complexity test items may require a student to solve a one-step problem. Moderate-complexity test items may require multiple steps. High-complexity test items may require a student to analyze and synthesize information. The distinctions made in item complexity ensure that items will assess the depth of student knowledge at each benchmark. The intent of the item writer weighs heavily in determining the complexity of a test item. At the end of this section, three middle school AVID items illustrate how a single concept may be assessed by test items with increasing cognitive complexity.

The pages that follow illustrate some of the varying demands that test items might make at each complexity level for the AVID EOC Assessment. Note that test items may fit one or more descriptions. In most instances, these test items are classified in the highest level of complexity demanded by the test item. Caution must be used in referring to the table of descriptors that is provided for each cognitive complexity level. This table is provided for ease of reference, but the ultimate determination of item complexity should be made considering the overall cognitive demand placed on a student. Another table provides the breakdown of the percentage of points by cognitive complexity level.

1

Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.aspx.

11

Low- ComplexityAVID low complexity test items rely heavily on recall and recognition of previously learned concepts and principles. Low-complexity test items involve the recognition or recall of information such as fact, definition, term, or simple procedure. These items can involve recognizing information and identifying characteristics.

Below is an example of a low-complexity test item that is based on Benchmark AV.7.REA.2.4. For more information about this item, see page 38.

Source: (2011) Critical Reading: Deep Reading Strategies for Expository Texts Teacher Guide, AVID Center. San Diego, CA: AVID Press.

Moderate-Complexity

12

What is the benefit in numbering paragraphs before you read?

*A. Information is easier to locate.

B. A summary of each paragraph is discovered.

C. All important information is identified.

D. Dialogue is clearly recognizable.

AVID moderate-complexity test items involve more flexible thinking than low-complexity test items require. Moderate-complexity test items involve the engagement of some mental processing beyond recalling or reproducing a response. They also involve examining relationships, determining cause and effect and determining significance.

Below is an example of the moderate-complexity test item that is based on Benchmark AV.7.REA.2.4. For more information about this item, see page 38.


High- Complexity

13

To gain a deeper understanding of informational text, which strategy below would be the least effective technique to use when marking the text?

A. Number the paragraphs.

B. Underline important information.

C. Highlight key terms.

*D. Circle the dialogue.

AVID high-complexity test items make heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. These test items require that the student think in an abstract and sophisticated way, often involving multiple steps.

Below is an example of a high-complexity test item that is based on Benchmark AV.7.REA.2.4. For more information about this item, see page 38.


14

As you are reading a short story, you annotate the text. What meaningful learning would you expect to gain?

A. You will revisit vocabulary words in context.

B. You will practice writing Cornell notes on the text.

C. You will examine the details and main idea of the text.

*D. You will have a deeper understanding of the text.

The following table is provided for ease of reference; however, caution must be used in referring to this table of descriptors for each cognitive complexity level. The ultimate determination of an item’s cognitive complexity should be made considering the intent of the overall cognitive demand placed on a student. In this table the term AVID methodologies refers to the best practices of implementing and applying WICOR strategies. In this table the term AVID goals, practices, and procedures refers to all of the Domains of the AVID Standards and meeting the AVID Essentials 5 - 8.

Examples of AVID Activities across Cognitive Complexity Levels

Low Complexity Moderate Complexity High ComplexityIdentify, recall, or recognize AVID methodology terms.

Apply or infer the effects of AVID methodologies.

Solve or predict outcomes of a problem.

Identify, recall, or recognize AVID goals, practices, and/or procedures.

Identify outcomes of the implementation of AVID methodologies.

Predict a long term result, outcome, or change.

Identify strategies that support the learning process.

Recognize similarities and differences between AVID methodologies.

Analyze similarities and differences of student learning and/or AVID methodologies.

Identify characteristics of AVID methodology practices, and/or procedures.

Explain AVID goals, practices, and/or procedures.

Justify events, actions, or issues regarding AVID goals, practices, and/or procedures.

Use a chart, table, diagram or image to recall or recognize information.

Identify the significance of AVID goals, practices, and/or procedures.

Justify the use and purpose of AVID methodologies.

Use text or documents to recall or recognize information.

Analyze patterns of behaviors or problems.

Assess and synthesize AVID methodologies.

Apply AVID methodologies, goals, practices, and/or procedures to real-life scenarios. Determine the relationship of AVID methodologies to student success.

The table below shows the target range for the percentage of points by cognitive complexity level on the Grade 7 AVID Elective EOC Assessment.

Percentage of Points by Cognitive Complexity Level for the Grade 7 AVID Elective EOC

Grade Low Moderate High7 AVID EOC 20% - 30% 45% - 65% 15% - 25%

15

Universal Design

The application of universal design principles helps develop assessments that are usable to the greatest number of test takers, including students with disabilities and nonnative speakers of English. To support the goal of providing access to all students, the test maximizes readability, legibility, and compatibility with accommodations, and test development includes a review for bias and sensitivity.

AVID trains both internal and external reviewers to revise items, allowing for the widest possible range of student participation. Item writers must attend to the best practices suggested by universal design including, but not limited to:

• reduction in wordiness;• avoidance of ambiguity;• selection of reader-friendly construction and terminology; and• consistently applied concept names and graphic conventions.

Universal design principles also inform decisions about test layout and design including, but not limited to, type size, line length, spacing, and graphics.

16

Review Procedures for AVID End-of-Course Assessment Test items

Prior to appearing on any state assessment, all AVID EOC test items must pass several levels of review as part of the development process. AVID educators, in conjunction with the state Departments of Education and the assessment contractors, scrutinize all material related to test items prior to accepting the items for placement on the tests.

Review for Potential Bias and Community SensitivityAVID test items are reviewed by groups of AVID educators generally representative of the state’s geographic regions and culturally diverse population. Test items are reviewed for the following kinds of bias: gender, racial, ethnic, political, linguistic, religious, geographic, and socioeconomic. Item reviews also include consideration of issues related to individuals with disabilities.

The purpose for this review is to ensure that the primary purpose of assessing student achievement of AVID benchmarks is not undermined by inadvertently including in the test any material that parents and other stakeholders may deem inappropriate. Reviewers are asked to consider the variety of cultural, regional, philosophical, political, and religious backgrounds throughout AVID communities and to determine whether the subject matter will be acceptable to AVID students, their parents, and other members of the AVID communities. Most topics are acceptable if the material is handled tastefully; is well written; and presents the topics from a wholesome (ethical and educational),inoffensive, and interesting viewpoint within a real-life and contemporary context. Test items are written to meet EOC test criteria and measure the content in the AVID curriculum and standards.

Review of Test ItemsThe state DOE and the assessment contractor review all test items during the item-development process. Groups of AVID educators are subsequently convened to review the test items for content characteristics and item specifications. The content review focuses on validity, determining whether each item is a valid measure of the designated AVID benchmark as defined by the Specifications for test items. Separate reviews for bias and sensitivity are also conducted as noted above.

17

Guide to the Individual Benchmark Specifications

Benchmark Classification SystemEach benchmark in the standards is labeled with a system of numbers and letters.

The two letters in the first position of the code identify the Subject Area (e.g., AV for AVID).

The number in the second position represents the Grade Level to which the benchmark belongs.

The letters in third position represent the Domain to which the benchmark belongs (e.g., CD represents Character Development, COMM represents Communication, WRI represents Writing, INQ represents Inquiry, COLL represents Collaboration, ORG represents Organization, REA represents Reading, and CR represents College Readiness.)

The number in the fourth position represents the AVID Standard/Cluster.

The number in the last position of the code identifies the specific Benchmark under the Standard/Cluster.

AV. 7. REA. 2. 4Subject Grade Domain Standard/Cluster Benchmark

Grade 7Domain (CD) ReadingStandard/Cluster 2

Textual Analysis

Benchmark 4(AV.7.REA.2.4)

Use multiple reading strategies, including but not limited to, Marking the Text, annotating text and numbering paragraphs to better understand text while reading.

18

Definitions of Benchmark SpecificationsThe Specifications identifies how AVID standards and benchmarks are assessed on the AVID EOC Assessment. For each benchmark assessed in AVID, the following information is provided in each individual Benchmark specifications section:

Domain refers to a category of knowledge. The Domains for Grade 7 AVID are Character Development, Communication, Writing, Inquiry,

Collaboration, Organization, Reading and College Readiness

ReportingCategory refers to groupings of related benchmarks from the AVID Domains that

are used to summarize and report achievement for the AVID EOC Assessment. There are four reporting categories for AVID:

Self- Actualization (Character Development and Communication), Language Development (Reading and Writing), Critical Thinking (Inquiry and Collaboration), and Postsecondary Preparation (Organization and College Readiness)

Standard/Cluster refers to the standard/cluster heading presented in the AVID Course

Descriptions.

Benchmark refers to specific statements of expected student achievement. In somecases, two or more benchmarks are grouped together because of therelatedness of the concepts in those benchmarks. The assessment of onebenchmark encompasses the context of the other related benchmarks.

The related benchmarks are noted in the benchmark statement and are stated in the Also Assesses section.

Also Assesses refers to the benchmarks that are closely related to the benchmark (see

description above).

BenchmarkClarification explains how the achievement of the benchmark will be demonstrated by

students. Clarification statements are written for the benchmark and theAlso Assesses benchmark(s). The clarification statements explain whatstudents are expected to do when responding to the question.

19

Content Limits define the range of content knowledge and degree of difficulty that should

be assessed in the test items for the benchmark.

Benchmark content limits are to be used in conjunction with the OverallConsiderations section in the Specifications. The content limits defined inthe Individual Benchmark Specifications may be an expansion or furtherrestriction of the Overall Considerations.

StimulusAttributes define the types of stimulus materials that should be used in the test

items, including the appropriate use of scenarios, content, or graphic materials.

Content Focus defines the content measured by each test item. Content focus addresses

the broad content and skills associated with the examples found in thestandards, benchmarks, or benchmark clarifications.

Sample Items are provided for each assessed benchmark. The sample items are

presented in a format similar to the one used in the test. The correct answer for each sample item is identified with an asterisk.

20

Individual Benchmark Specifications for AVID End-of-Course Assessment

This section of the Specifications describes how the AVID benchmarks are assessed on the AVID EOC Assessment. The benchmarks assigned to the AVID course descriptions serve as the foundation for this assessment. The AVID course descriptions can be found in Appendix E.

The sample items included in the Specifications represent, whenever possible, a wide range of difficulty and cognitive complexity. Although most of the test items are of average difficulty and moderate complexity, some of the items presented will be challenging for some students and are specifically included to prompt item writers to submit test items that will measure the abilities of students in higher achievement levels. As a general rule, test items should be written to varying cognitive complexities for each benchmark. This document is constructed to help item writers see a range of difficulty and complexity for test items that may appear on the test.

21

Benchmark AV.7.CD.1.4

Domain Character DevelopmentReporting Category

Self-Actualization

Standard/Cluster Self-AwarenessBenchmark # AV.7.CD.1.4Benchmark Differentiate between the three basic learning styles (auditory, visual

kinesthetic). Also AssessBenchmark Clarification

Students will explain, compare, and analyze the three basic learning styles.

Content Limits Items may include an explanation of various learning styles.Items may include a cause/effect relationship of various learning styles.Items may include an analysis of various learning styles.Items may include a comparison of various learning styles.Terms such as visual, auditory, kinesthetic, tactile, and/or impact on learning may be used or implied.Learning styles terms and concepts such as visual, auditory, kinesthetic, and/or tactile may be used or implied.

Stimulus Attributes

An AVID document, text, scenario, chart or graph may be used.

Content Focus The concept of learning styles and their connection to learning will be explored.

Sample Item What would be the best way for a kinesthetic learner to learn how to create a foldable graphic organizer for a class assignment?

*A. Follow along with the teacher and create it as he/she creates the model with the class.

B. Listen carefully to the teacher as he/she explains the process step by step to the class.

C. Look at a picture of the foldable graphic organizer.

D. Read a handout with step-by-step instructions.

22



Self-Actualization

Standard/Cluster GoalsBenchmark # AV.7.CD.2.1Benchmark Calculate grade point average and set academic goals for success,

being sure to monitor goals at the end of each grading period.Also Assess AV.7.CD.2.5 – Differentiate between and write long-range, mid-

range, and short-range goals. AV.7.CD.2.7 – Identify and confront barriers in goal setting and accomplishing goals.

Benchmark Clarification

Students will calculate grade point averages, determine academic goals, identify barriers and solutions, and explain the practice and process of monitoring goals.

Content Limits Items may include mathematical computations to determine grade point averages, including converting “letter grades” into “number grades.”Items may include an explanation of the relationship between maintaining good grades and goal setting.Items may include identifying, explaining or analyzing barriers and solutions in goal setting.Items may include an explanation of the goal setting process.Items may include an interpretation or analysis of short-range, mid-range, and long-range goals.Items may include an analysis of the Goal, Plan, Action (GPA) outline.Items may include a prediction based on a given GPA outline.Items may include a comparison of various GPA outlines.Items may include an explanation of the practice/process of monitoring goals.Terms such as short-range, mid-range, long-range, goal setting, and/or action steps may be used.Goal-setting terms and concepts regarding the creation and application of the Goal, Plan, Action Chart/Outline may be used.Mathematical terms such as average, calculate and/or compute may be used.

Stimulus Attributes

An AVID document, text, scenario, chart or graph may be used.

Content Focus The process necessary to select, plan, chart, monitor and achieve goals will be explored.

23

Sample Item A seventh grade AVID student has six classes. This marking period the student has earned the following grades: A, A, A, B, B, C.What is the student’s grade point average?

*A. 3.3

B. 4.0

C. 6.0

D. 20.0

24



Self-Actualization

Standard/Cluster Ownership of LearningBenchmark # AV.7.CD.4.2Benchmark Analyze grade reports to create a study/action plan for continued

academic improvement.Also AssessBenchmark Clarification

Students will analyze grade reports and create study/action plans to achieve academic improvement.

Content Limits Items may include an analysis of a grade report.Items may include creating an action plan based on the results of a grade report.Items may include predicting outcomes of a study/action plan.Items may include a cause/effect analysis of a study/action plan.Terms such as Grade-Plan-Action Outline, goal setting, action steps, student responsibility and/or ownership of learning may be used or implied.

Stimulus Attributes

An AVID document, chart, graph, and/or scenario may be used.

Content Focus The concept of student responsibility in monitoring and maintaining good grades will be explored.

Sample Item An AVID student has a C in advanced math on their grade report. They have completed their study/action plan below. Which action step should NOT be on the list?

A. Ask relevant questions during math class.

B. Review math Cornell notes nightly.

*C. Change to a regular math class instead of advanced.

D. Bring challenging and higher-level questions to tutorials.

25

Benchmark AV.7.COMM.1.1

Domain CommunicationReporting Category

Self-Actualization

Standard/Cluster SpeakingBenchmark # AV.7.COMM.1.1Benchmark Understand intermediate terminology associated with public

speaking.Also AssessBenchmark Clarification

Students will understand the intermediate terminology of public speaking in order to explain and analyze the purpose, elements and practices of public speaking.

Content Limits Items may include a definition of the terminology of public speaking.Items may include an explanation of terms for public speaking.Items may include an analysis of examples of public speaking.Items may include an analysis of occupations that include public speaking.Items may include an analysis of best practices of public speaking.Items may include a critique of public speaking based on a given rubric.Items may include an analysis of a public speaking rubric.Terms such as fluency, continuity, eye contact, enunciation, pronunciation, facial expression, pacing, gesticulation, audience, tone, diction, impromptu/extemporaneous, volume, visual aids, and/or movement may be used.

Stimulus Attributes

An AVID document, text, chart, rubric, picture, and or scenario may be used.

Content Focus The importance of public speaking and its impact on verbal skills, language usage and careers will be explored.

Sample Item When public speaking, what does extemporaneous mean?

A. Extemporaneous is to speak well.

B. Extemporaneous is to pronounce words clearly.

*C. Extemporaneous is a speech without advanced preparation.

D. Extemporaneous is a form of non-verbal communication.

26


Domain Communication Reporting Category

Self-Actualization

Standard/Cluster SpeakingBenchmark # AV.7.COMM.1.4Benchmark Develop awareness of nonverbal communication when speaking,

including body language and eye contact.Also AssessBenchmark Clarification

Students will identify and analyze forms of nonverbal communication and their impact on the audience.

Content Limits Items may include an explanation or an analysis of various types of nonverbal communication.Items may include a critique of nonverbal communication.Items may include a cause-effect relationship between various types of nonverbal communication.Items may include an analysis of the audience impacted by non-verbal communication.Items may include public speaking terminology.Terms such as body language, facial expressions, eye-contact, gestures, and/or movement may be used.

Stimulus Attributes

An AVID document text, graph, chart, picture and/or scenario may be used.

Content Focus Various forms of nonverbal communication and the impact of this type of communication will be explored.

Sample Item An AVID student is giving an informal speech about their favorite family vacation to an amusement park (a place that has rides and games). What non-verbal communication skills could the student use when describing a rollercoaster ride?

A. The student could speak faster as he/she describes the ride getting more intense.

*B. The student could move their arms and hands up and down as he/she describes the movement.

C. The student could raise the tone of their voice as he/she describes the ride getting scary.

D. The student could ask their classmates how they would feel during the same experience.

27


Domain CommunicationReporting Category

Self-Actualization

Standard/Cluster SpeakingBenchmark # AV.7.COMM.1.5Benchmark Understand the difference between a formal and informal speech.Also AssessBenchmark Clarification

Students will identify, explain and analyze the differences between a formal and informal speech.

Content Limits Items may include identifying a formal and/or informal speech.Items may include an explanation of the uses of formal and informal speeches.Items may include a comparison of a formal and an informal speech.Items may include critiquing a formal and/or informal speech.Items may include public speaking terminology.

Stimulus Attributes

An AVID text, document, chart, graph and/or scenario may be used.

Content Focus The attributes and purposes of formal and informal speeches will be explored.

Sample Item Which of the following is an example of an informal speech?

A. A speech delivered when running for class president.

B. A final exam speech about a science fair project.

*C. An impromptu speech about “Changing the School” during AVID class.

D. A Power-point presentation about a favorite novel read during Language Arts class.

28

Benchmark AV.7.WRI.1.1

Domain WritingReporting Category

Language Development

Standard/Cluster The Writing ProcessBenchmark # AV.7.WRI.1.1Benchmark Use graphic organizers and quick-writes to prepare for writing

assignments. Also AssessBenchmark Clarification

Students will identify, explain and apply various graphic organizers and quick-writes when used to prepare for writing assignments.

Content Limits Items may include an explanation of the purpose or use of a graphic organizer or quick-write. Items may include applying a specific graphic organizer or quick-write to a specific writing assignment. Items may include completing a quick-write or graphic organizer as it pertains to a specific writing assignment.Terms relating to various types of graphic organizers may be used, i.e. foldable, webbing, line diagram, etc.Terms such as writing process, pre-write, draft, edit, revise, publish, and/or peer review may be used or implied.

Stimulus Attributes

An AVID document, text, scenario, graph, or chart may be used.

Content Focus Various uses of graphic organizers and quick-writes will be explored.

Sample Item When preparing for a writing assignment, how is creating a graphic organizer helpful?

A. Your ideas are organized for a reflection.

*B. Your ideas are organized for your draft.

C. Your ideas are organized for collaboration during peer editing.

D. Your ideas are organized to be shared in a Socratic seminar.

29




Standard/Cluster The Writing ProcessBenchmark # AV.7.WRI.1.2Benchmark Analyze prompts in order to effectively respond to writing

assignments.Also AssessBenchmark Clarification

Students will identify, apply and analyze how to effectively respond to prompts while focusing on the topic, purpose, format, audience and tone of the prompt.

Content Limits Items may include various prompts asking students to identify, explain or apply the type of writing, purpose, format, audience, topic, and/or tone of the prompt.Items may include a comparison of prompts asking students to identify the type of writing needed to respond to the prompt (e.g., narrative, expository, persuasive). Items may include an analysis of a response to a prompt to measure the quality of the response as it relates to the prompt.Terms such as prompt dissection, analyzing the prompt, narrative, expository, persuasive, component of writing, writing purpose, topic, format, role, audience, and situation may be used.

Stimulus Attributes

An AVID document, text, student sample, chart, graph and or rubric may be used.

Content Focus The purpose, process and practice of analyzing prompts to respond to writing assignments will be explored.

Sample Item Read the following writing prompt given by your US History teacher.

You have been given the opportunity to have dinner with a historical figure of your choice. Write to explain who you would choose and why.

Based on the above prompt, which opening sentence would meet the requirements of the prompt?

A. I would choose the sixteenth president of the US, Abraham Lincoln.

B. I would choose any interesting woman who lived a long time ago.

*C. I would choose Thomas Edison to learn more about the many inventions he created.

30

D. I would choose my grandfather because he is really a great person and he has lived a long time.

31




Standard/Cluster The Writing ProcessBenchmark # AV.7.WRI.1.6Benchmark Use common editing marks during the editing process.Also AssessBenchmark Clarification

Students will identify and apply editing marks used in writing.

Content Limits Items may include identifying various common editing marks.Items may include applying editing marks while proof – reading text.Editing terms and common marks from the AVID Middle Level Writing text may be used.

Stimulus Attributes

An AVID document, text, student essay sample, and/or editing chart may be used.

Content Focus Using common editing marks will be explored.Sample Item You are proofreading an essay for a classmate and come across the

following sentence:

Driving up to the store to buy a dress she ran out of gas; she had to call her mom to pick her up.

Which of the following editing marks would you use to identify the error in the above sentence?

A. FRAG – to label a sentence fragment.

B. Circle verbs that you think are the wrong tense.

*C. ^ – to insert a missing word or punctuation.

D. ( ) – to put around awkward phrases.

32


Domain Writing Reporting Category


Standard/Cluster The Writing ProcessBenchmark # AV.7.WRI.1.7Benchmark Utilize rubrics to self-evaluate and peer-evaluate work.Also AssessBenchmark Clarification

Students will compare various types of rubrics.Students will evaluate various forms of writing based on the qualities and characteristics of specific rubrics.

Content Limits Items may include comparing various rubric formats including, but not limited to: scoring guide, holistic rubric and analytical rubric.Items may include analyzing the quality of a piece of writing as it pertains to one specific trait of writing.Items may include analyzing the quality of writing for a specific content area focusing on the ideas, organization, or word choice used in the writing.Concepts regarding the structure, purpose and use of analytical and holistic rubrics may be used.Terms used in writing rubrics such as details, organizational structure, word choice, transitions, clear/focused ideas, pacing, mechanics, introduction and/or conclusion may be used.

Stimulus Attributes

An AVID document, rubric, text, scenario, and/or student sample may be used.

Content Focus The practice and protocols of using rubrics to evaluate writing will be explored.

Sample Item Your English teacher has given you a new rubric to help you understand your work for an upcoming project. The teacher has assigned a writing project in which six different writing elements will be graded separately. What type of rubric is this?

*A. analytical rubric

B. holistic rubric

C. speaking rubric

D. summary rubric

33




Standard/Cluster Writing SkillsBenchmark # AV.7.WRI.2.1Benchmark Develop a clear thesis for expository writing.Also AssessBenchmark Clarification

Students will identify, apply, and analyze various thesis statements for expository writing.

Content Limits Items may include identifying, comparing or analyzing various thesis statements.Items may include analyzing the relationship of the thesis statement to the expository text.Terms such as thesis statement, topic, focus, forecast, imagery, and/or introduction may be used.

Stimulus Attributes

An AVID document, text, student writing sample, scenario, chart and/or graph may be used.

Content Focus The importance and role of the thesis statement will be explored.Sample Item Which of the following thesis statements would be appropriate for an

expository essay?

A. I think we should go to Sea World for a field trip.

B. Traveling back in time could be a lot of fun.

C. Uniforms should be required for middle school students because it will improve behavior, attendance, and grades.

*D. J.K. Rowling, author of the Harry Potter series, uses vivid imagery to transport the reader to a world of magic.

34




Standard/Cluster Writing SkillsBenchmark # AV.7.WRI.2.5Benchmark Effectively use pronouns in writing.Also AssessBenchmark Clarification

Students will apply and analyze the appropriate use of pronouns in writing.

Content Limits Items may include comparing specific pronouns for their impact on the tone or clarification of text.Items may include identifying the correct antecedent to the pronoun.Items may include identifying or applying the correct pronoun.Items may include identifying and/or applying indefinite pronouns accurately within text. (Indefinite pronouns: referring to nonspecific persons or things. Examples: anybody, anyone, everybody, everything, nobody, somebody, nothing, anything, everything, etc.)Items may include distinguishing between the pronouns I and me.Items may include distinguishing between the pronouns who and whom.Items may include analyzing the singular and plural usage of pronouns.Terms relating to pronoun usage may be used.

Stimulus Attributes

An AVID text, document, and/or student sample may be used.

Content Focus Various ways to effectively use pronouns will be explored.Sample Item

Read the sentence below. The pronoun they is not correct. Which of the following pronouns should replace the word they?

Every runner must train hard if they want to do well in the race.

A. I want

B. we want

*C. he or she wants

D. them want

35




Standard/Cluster Writing SkillsBenchmark # AV.7.WRI.2.6Benchmark Use proper capitalization in writing.Also AssessBenchmark Clarification

Students will identify and apply proper capitalization in writing.

Content Limits Items may include identifying the correct capitalized word within a sentence.Items may include comparing nouns within a sentence to identify the proper noun that needs to be capitalized.Items may include explaining the capitalization of words in certain context.Terms such as common noun, proper noun, capitalization and/or capitalize may be used.

Stimulus Attributes

An AVID document, text, and/or paragraph may be used.

Content Focus The rules for capitalization will be explored.Sample Item Which of the following sentences uses the capitalization rules

correctly through the sentence?

A. I saw Amber yesterday in my english class.

B. As a class, we read the novel, hatchet.

C. There are beautiful beaches located on the atlantic ocean.

*D. Andrew asked Victor, “When are you going to Puerto Rico?”

36




Standard/Cluster Writing to LearnBenchmark # AV.7.WRI.4.2Benchmark Differentiate between a summary and a reflection.Also AssessBenchmark Clarification

Students will explain, clarify, compare, apply and analyze summaries and reflections.

Content Limits Items may include identifying a summary and/or reflection.Items may include an application of a summary and/or reflection.Items may include a comparison for summary vs. reflection.Items may include analyzing the components of a summary and/or reflection. Items may include completing a summary and/or reflection.Items will not include students writing a complete summary and/or a complete reflection. Summary terms and concepts such as GIST, five criteria, elements of a summary, summary checklist , summary rubric, linking learning, essential question, may be used or implied.Reflection terms and concepts such as lower-level reflection, higher-level reflection, point of confusion, and/or reflecting on learning may be used or implied.

Stimulus Attributes

An AVID document, text, student samples, scenario, and/or diagram may be used.

Content Focus The attributes of summaries and reflections will be explored.Sample Item Which of the following is a characteristic of a summary?

*A. gives the GIST

B. used on learning logs

C. writing about your own thoughts

D. thinking about how you learned

37

Benchmark AV.7.REA.2.4

Domain ReadingReporting Category


Standard/Cluster Textual AnalysisBenchmark # AV.7.REA.2.4Benchmark Use multiple reading strategies, including, but not limited to, Marking

the Text, annotating text and numbering paragraphs to better understand text while reading.

Also Assess AV.7.REA.2.1 – Read and discuss various examples of text, including, but not limited to, articles from magazines and newspapers.AV.7.REA.2.5 – Circle and underline relevant information.


Students will identify and apply multiple reading strategies using various examples of texts.

Content Limits Items may include explaining the steps or process of a specific reading strategy.Items may include identifying specific reading strategies used for different purposes.Items may include applying a specific reading strategy. Items may include comparing various reading strategies.Items may include an analysis of annotated or marked text.Terms and concepts such as annotated, Marking the Text, relevant information, and/or author’s claims may be used.

Stimulus Attributes

An AVID document, text, essay, student sample, chart and/or diagram may be used.

Content Focus The purpose and use of reading strategies will be explored.Sample Item What is the purpose of annotating text?

*A. to gain better understanding of the text

B. to number each of the paragraphs

C. to create Cornell notes on the text information

D. to highlight the areas of confusion on the text

38

Benchmark AV.7.INQ.1.1

Domain InquiryReporting Category

Critical Thinking

Standard/Cluster Levels of ThinkingBenchmark # AV.7.INQ.1.1Benchmark Deepen understanding of Costa’s Levels of Thinking and/or Bloom’s

taxonomy by recognizing differences between the levels.Also AssessBenchmark Clarification

Students will identify, compare, analyze, and apply various levels of thinking.

Content Limits Items may include an explanation of the levels of thinking.Items may include identifying various levels of thinking.Items may include comparing the levels of thinking.Items may include applying levels of thinking during Tutorials or Socratic Seminars.Items may include applying levels of thinking during/after Cornell note -taking.Items may include usage of levels of thinking in content area classes.Items may include an explanation or application of “thinking verbs” such as analysis, analyze, compare, contrast, evaluate, explain, predict, recall, speculate, summarize, and/or synthesize.Terms such as Costa’s Levels of Thinking, Level One, Level Two, Level Three, and/or the thinking verbs may be used.Items will not require students to design taxonomy or create “Costa’s Three Story House.”

Stimulus Attributes

AVID documents such as the Tutorial Request Form, Cornell note forms, and/or “Costa’s Three Story House” may be usedA chart, graph, scenario and/or text may be used.

Content Focus AVID methodologies that utilize levels of thinking will be explored.Sample Item You are preparing questions for a Socratic Seminar during

Language Arts class to discuss the novel, The Outsiders. According to Costa’s Levels of Thinking, which of the following questions is an example of the highest level of thinking (level-three)?

A. What is the definition of shanghaiing?

B. Describe what happened to Pony Boy in chapter 2.

C. Compare and contrast the characters, Sodapop and Danny.

*D. Imagine you are as frightened as Pony Boy; how would you survive hiding out in a church?

39



Critical Thinking

Standard/Cluster TutorialsBenchmark # AV.7.INQ.2.1Benchmark Understand and utilize 10 Steps in Tutorial Process.Also AssessBenchmark Clarification

Students will identify, clarify, explain, compare, apply and analyze the 10 steps of the tutorial process.

Content Limits Items may include an explanation or clarification of the 10 steps.Items may include an application of the 10 steps.Items may include a comparison between the steps of the tutorial process.Items may include an analysis of the application of the steps.Terms and concepts that refer to the 10 Steps of the AVID Tutorial Process may be used.

Stimulus Attributes

An AVID document, text, graph, chart and/or scenario may be used.

Content Focus The steps of the tutorial process will be explored.Sample Item The second step in the tutorial process is to complete the Tutorial

Request Form (TRF). Which of the following is an example of what would be on the TRF during this step?

A. Three-column notes from a tutorial about changes in climate.

B. A reflection about what was learned during tutorials in AVID.

C. A recent Language Arts test with the questions that you got wrong circled.

*D. A higher-level question that shows your point of confusion from your math class?

40



Critical Thinking

Standard/Cluster TutorialsBenchmark # AV.7.INQ.2.2Benchmark Understand the roles of all participants in academic tutorials with

peers as group members and college tutors as facilitators, twice per week.

Also AssessBenchmark Clarification

The students will explain, clarify, apply, compare and analyze the roles and responsibilities of the student member, student presenter, and tutor in relationship to the tutorial process.

Content Limits Items may include an explanation or clarification of a specific role.Items may include a comparison between two roles.Items may include an analysis of the responsibilities of a role.Terms and concepts explaining the roles of all participants in academic tutorials may be used.

Stimulus Attributes

An AVID document, chart, text, form, diagram and/or scenario may be used.

Content Focus The roles of participants in academic tutorials will be explored.Sample Item During tutorials, what is the difference between the roles of the AVID

tutor and the AVID student?

A. The tutor runs the tutorial session while the students take Cornell notes.

B. The tutor answers the questions and students ask the questions.

*C. The tutor takes 3-column notes for the student presenter while the students ask questions of the student presenter.

D. The tutors help in the completion of the Tutorial Request Form (TRF) and the students come prepared with ideas for the TRF.

41



Critical Thinking

Standard/Cluster TutorialsBenchmark # AV.7.INQ.2.3Benchmark Complete the Tutorial Request Form (TRF), including heading,

source, academic vocabulary, point of confusion, and level 2 question(s), prior to class.


Students will explain, clarify, and apply the process of completing a TRF. Students will analyze a partially completed or completed TRF.

Content Limits Items may include an explanation of the various sections of the TRF.Items may include identifying parts/sections of the TRF.Items may include an application of completing a section of the TRF.Items may include an analysis of a partially completed or completed TRF.Terms and concepts surrounding the TRF may be used.

Stimulus Attributes

An AVID document, form, TRF, student samples, text, and/or scenario may be used.

Content Focus The process and practice of completing the TRF will be explored.Sample Item Which of the following should be completed on a Tutorial Request

Form the night before your AVID tutorials occur?

A. 2 level-one questions

*B. 1 level-two question

C. the answer to a higher-level question

D. a reflection on the point of confusion

42

Benchmark AV.7.COLL.1.2

Domain CollaborationReporting Category

Critical Thinking

Standard/Cluster Collaborative SkillsBenchmark # AV.7.COLL.1.2Benchmark Enhance understanding of collaboration by working in groups during

team building and motivational activities or problem solving.Also AssessBenchmark Clarification

Students will explain, clarify, apply, and analyze collaborative processes.

Content Limits Items may include an explanation and/or an analysis of the purposes and outcomes of team building.Items may include explaining, comparing, applying and/or analyzing rules for engaging collaboratively.Items may include an analysis and/or reflection of lessons learned from team building and collaborative activities. Items may include an analysis of collaborative practices.Terms such as collaboration, engagement, team building, and/or community, may be used.

Stimulus Attributes

An AVID document, text, chart and/or scenario may be used.

Content Focus Practices, protocols, and outcomes of collaboration will be explored.Sample Item What is the purpose of collaborating with classmates?

*A. Students learn to listen, learn from and help each other.

B. Students learn to pick and choose what they want to do.

C. Students learn to study Cornell notes and practice key concepts independently.

D. Students learn to divide up the school work with the group, so that no one will have to work too hard.

43

Benchmark AV.7.COLL.1.6

Domain CollaborationReporting Category

Critical thinking

Standard/Cluster Collaborative SkillsBenchmark # AV.7.COLL.1.6Benchmark Refine inquiry, listening, and oral communication skills through a

variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs.


Students will explain, clarify, apply, and compare skills in inquiry, listening, and oral communication as they are applied to various collaborative activities.

Content Limits Items may include an explanation or clarification of how inquiry, listening and/or oral communication skills are used in specific collaborative activities.Items may include an application of inquiry, listening and/or oral communication skills to specific collaborative activities.Items may include a comparison of inquiry, listening, and/or oral communication to specific collaborative activities.Terms and concepts such as inquiry, levels of thinking, listening, oral communication, team building, tutorials, Socratic Seminars, and/or Philosophical Chairs may be used.

Stimulus Attributes

An AVID document, scenario, text, diagram, picture and/or chart may be used

Content Focus The use of inquiry, listening, and oral communication skills as they pertain to collaborative activities will be explored.

Sample Item Which activity could be done to improve all of the following skills: inquiry, listening, and oral communication?

A. Cornell Notes

B. Marking the Text

*C. Socratic Seminar

D. Tutorial Request Form

44

Benchmark AV.7.ORG.1.3

Domain Organization Reporting Category

Postsecondary Preparation

Standard/Cluster Organization and Time Management Benchmark # AV.7.ORG.1.3Benchmark Utilize an assignment log or calendar, which shows when

assignments are completed and submitted, and the grade each assignment received for each class.

Also Assess AV.7.ORG.1.4 – Evaluate personal time management habits and monitor effectiveness accordingly.


Students will explain, clarify, and apply the practices and protocols to managing an assignment log/calendar.Students will explain, apply and/or clarify personal time management habits.

Content Limits Items may include organizing an assignment log or calendar. Items may include explaining or clarifying the process of calendaring.Items may include an application completing an assignment log.Items may include an analysis of a completed assignment log.Items may include explaining, clarifying and/or analyzing time management habits.Terms and concepts such as calendaring, assignment log, time management, and/or evaluating personal time management habits may be used.

Stimulus Attributes

An AVID document, text, chart, graph and/or scenario may be used.

Content Focus The student responsibility of calendaring and managing assignment logs will be explored.

Sample Item What tool will help to show when assignments are completed and submitted, and the grade received for each class?

*A. Assignment Log

B. Learning Log

C. Progress Report

D. Tutorial Request Form

45


Domain OrganizationReporting Category


Standard/Cluster Note-TakingBenchmark # AV.7.ORG.2.1Benchmark Develop basic understanding pertaining to the components of

CORNELL WAY focused note-taking process.Also AssessBenchmark Clarification

Students will explain, clarify and apply the steps of the CORNELL WAY when taking and using Cornell notes.

Content Limits Items may include an explanation or clarification of the steps of the CORNELL WAY. Items may include an application of the focused note-taking process.Items may include an analysis of completed Cornell notes.Terms and concepts of the CORNELL WAY Focused Note-Taking process may be used or implied.

Stimulus Attributes

An AVID document, rubric, student examples, Cornell notes and/or scenario may be used.

Content Focus The attributes and purpose of the CORNELL WAY will be explored.Sample Item What is the final step when taking Cornell notes?

A. Revise the notes.

B. Create a heading for your notes.

*C. Write a summary for the notes.

D. Write questions in the left column.

46




Standard/Cluster Note – Taking Benchmark # AV.7.ORG.2.6Benchmark Understand how to identify important points, use of abbreviations,

and use of shorthand in the right column of Cornell notes.Also AssessBenchmark Clarification

Students will identify, explain and apply practices regarding the right column of Cornell notes.

Content Limits Items may include an explanation of the steps to completing the right column.Items may include an application of completing the right column.Items may include identifying important points to be included in the right column.Items may include an analysis of abbreviations and/or shorthand used in the right column.Terms such as paraphrase, abbreviations, shorthand, connections, deletions, note-taking tips, speaker’s style, important points, and recognize cues may be used.

Stimulus Attributes

An AVID document, Cornell notes, diagram, chart, picture and/or scenario may be used.

Content Focus The protocols and practices of completing the right column of Cornell notes will be explored.

Sample Item When listening to a guest speaker, what is one way you can identify important information you should write in your Cornell notes?

A. When they share a personal story.

B. When they look at you.

C. When they stray from the topic.

*D. When they repeat a point.

47



Post Secondary Preparation

Standard/Cluster Note - Taking Benchmark # AV.7.ORG.2.7Benchmark Begin writing questions (any level) in the left column that

corresponds to chunks of information in the notes section.Also AssessBenchmark Clarification

Students will apply and create questions in left column of the Cornell notes.

Content Limits Items may include identifying an appropriate question in the left column that corresponds to chunks of information in the notes section.Items may include creating a question in the left column that corresponds to chunks of information in the notes section.Items may include explaining the reason why questions should be written in the left column of the Cornell notes.Terms and concepts utilized in the Cornell Way and Focused Note-Taking may be used.

Stimulus Attributes

An AVID document, text, Cornell notes, diagram, picture, scenario and/or chart may be used.

Content Focus The practices and protocols to writing questions in the left column of Cornell notes will be explored.

Sample Item The following information is written in the right column of a student’s vocabulary notes for their language arts class:

debating – a discussion involving opposing view points

What should be in the left column corresponding to this chunk of information?

*A. What does the word debating mean? B. What short story shows an example of debating?

C. What are language arts vocabulary words?

D. Explain how you can relate to debating.

48

Benchmark AV.7.CR.3.2

Domain College ReadinessReporting Category


Standard/Cluster College and Career Knowledge Benchmark # AV.7.CR.3.2Benchmark Begin developing an understanding about the value of a college

education.Also AssessBenchmark Clarification

Students will explain and analyze the value of a college education.

Content Limits Items may include an explanation of the value of a college education.Items may include a comparison of jobs and careers.Items may include an analysis of earnings as they relate to educational attainment.Terms and concepts such as job, career, educational attainment, annual earnings, and/or value of an education, may be used or implied.

Stimulus Attributes

An AVID document, text, scenario, chart and/or graph may be used.

Content Focus The value of a college education will be explored.Sample Item Jillian loves being around animals. Which of the following would be

a career that could interest her?

A. part-time animal groomer

*B. animal doctor

C. pet daycare worker

D. pet store cashier

49




Standard/Cluster College and Career KnowledgeBenchmark # AV.7.CR.3.3Benchmark Begin basic understanding of college vocabulary.Also AssessBenchmark Clarification

Students will identify, explain and apply college vocabulary.

Content Limits Items may include an explanation of course requirements for college entrance.Items may include identifying college entrance exams.Items may include an explanation or application of a particular term.Terms such as college requirements, private college, public college, deadlines, subject requirements, test requirements, types of institutions, PSAT, SAT, ACT, financial aid, major, minor, and college admittance may be used.

Stimulus Attributes

An AVID document, text, chart, graph, diagram, and/or scenario may be used.

Content Focus College vocabulary will be explored.Sample Item When you apply to college, you will see the word deadline on your

application. What does deadline mean?

*A. The time when something must be completed.

B. Something that is wanted or needed.

C. Permission or right to enter college.

D. An important organization or institution.

50




Standard/Cluster College and Career Knowledge Benchmark # AV.7.CR.3.5Benchmark Research various careers, comparing salaries and qualifications.Also AssessBenchmark Clarification

Students will compare, categorize, and analyze various careers.

Content Limits Items may include categorizing various careers.Items may include comparing two careers. Items may include analyzing career qualifications.Items may include the practices of researching a career.Terms such as job environment, salary, working conditions, qualifications, advantages, and/or disadvantages may be used.

Stimulus Attributes

An AVID document, text, chart, graph, diagram, and/or scenario may be used.

Content Focus Researching and comparing various careers will be explored.Sample Item You are researching the career of pharmacist. Which area below

would you spend the least amount of time researching?

A. salary

B. qualifications

C. the work conditions and environment

*D. number of students studying that field

51

Appendix A: Directions for Item Review

Directions: A series of questions is presented below. These questions are designed to assist you with your evaluation of the quality of the Grade 7 AVID Elective EOC Assessment items you will be reviewing. The table on the next page is an example of the one you will use to record your rating of each test item. Review each test item independently before discussing the items with other committee members. If you identify any problem with the item during independent review, you should put a crossmark (✘) in the appropriate column. Crossmarks (✘) will indicate a problem area and blank spaces or checks (✓) will indicate that no problem is identified.

Questions for Individual Test Items—Record your answers on your rating sheet.1. Does the test item assess the knowledge required by the benchmark?

2. Does the content of the test item adhere to the content limits described in theGrade 7 AVID Elective End-of-Course Assessment Test Item Specifications?

3. Is the context and language of the test item appropriate for middle school?

4. What is the cognitive complexity of the test item for students who have mastered the benchmark? Is the item best categorized low complexity (L), moderate complexity (M), or high complexity (H)?

5. Is the item clearly worded and dependent on the content (does the item flow cognitively)? If the item has art or a graphic, does it enhance the item? Is the art accurate and appropriate? Is the answer free of clang? (Is the answer clued in the context?)

6. Is the assigned content focus appropriate for this item? If not, is there a better or more appropriate content focus?

7. Is there only one correct answer? Record the letter of the correct answer on the rating sheet.

8. Are the options appropriate, plausible, and parallel (both grammatically and conceptually) to the correct response and appropriate for the question asked?

9. Is the content in the item accurate?

10. Rate the overall quality of the item using these rating definition codes:

Overall QualityA (Accept) AR (Accept with Revision) AM (Accept with Metadata Change) RR (Revise and Resubmit) R (Reject)

11. Evaluate the assigned difficulty of the item.

12. Do you have any additional comments? If so, record your comments on your rating sheet in the additional comments area.

52

AVID Elective End-of-Course Assessment Item Rating Form

Signature___________________________________ Date___________________Students in my (classroom, school district) [circle one] are given the opportunity to learn AVID material that these items test except as noted in my comments.

ItemNumber

BenchmarkNumber

Mea

sure

sB

ench

mar

ks (Y

es/N

o)

Adh

eres

to

Con

tent

Lim

its

Is G

rade

App

ropr

iate

App

ropr

iate

Cog

nitiv

e C

ompl

exity

Leve

l (L,

M, H

)

Is C

lear

and

Fre

e of

Cla

ng

App

ropr

iate

Con

tent

Focu

s

Onl

y O

ne C

orre

ct

Ans

wer

App

ropr

iate

MC

Opt

ions

Acc

urat

e C

onte

nt

App

ropr

iate

Rat

iona

leJu

stifi

catio

n

Ove

rall

Rat

ing

A, A

M, A

R, R

R, R

AdditionalComments

53

Appendix B: Content Assessed by Grade 7 AVID Elective End-of-Course Assessment

Domain/Cluster 1 Character Development/Self-AwarenessBenchmark # The student will:AV.7.CD.1.4 Differentiate between the three basic learning styles auditory,

visual and kinesthetic. Domain/Cluster 2 Character Development/GoalsBenchmark # The student will:AV.7.CD.2.1 Calculate grade point average and set academic goals for

success, being sure to monitor goals at the end of each grading period. Also assesses AV.7.CD.2.5 and AV.7.CD.2.7.

Domain/Cluster 4 Character Development/Ownership of LearningBenchmark # The student will:AV.7.CD.4.2 Analyze grade reports to create study/action plan for continued

academic improvement.Domain/Cluster 1 Communication/SpeakingBenchmark # The student will:AV.7.COMM.1.1 Understand intermediate terminology associated with public

speaking.AV.7.COMM.1.4 Develop awareness of nonverbal communication with public

speaking.AV.7.COMM.1.5 Understand the difference between formal and informal speech.Domain/Cluster 1 Writing/The Writing ProcessBenchmark # The student will:AV.7.WRI.1.1 Use graphic organizers and quick-writes to prepare for writing

assignments.AV.7.WRI.1.2 Analyze prompts in order to effectively respond to writing

assignments.AV.7.WRI.1.6 Use common editing marks during the editing process.AV.7.WRI.1.7 Utilize rubrics to self-evaluate and peer-evaluate work.Domain/Cluster 2 Writing/Writing SkillsBenchmark # The student will:AV.7.WRI.2.1 Develop a clear thesis for expository writing.AV.7.WRI.2.5 Effectively use pronouns in writing.AV.7.WRI.2.6 Use proper capitalization in writing. Domain/Cluster 4 Writing/Writing to LearnBenchmark # The student will:AV.7.WRI.4.2 Differentiate between summary and reflection.

54


Domain/Cluster 2 Reading/Textual AnalysisBenchmark # The student will:AV.7.REA.2.4 Use multiple reading strategies, including, but not limited to,

Marking the Text, annotating text, and numbering paragraphs to better understand text while reading. Also assesses AV.7.REA.2.1 and AV.7.REA.2.5.

Domain/Cluster 1 Inquiry/Levels of ThinkingBenchmark # The student will:AV.7.INQ.1.1 Deepen understanding of Costa’s Levels of Thinking and/or

Bloom’s Taxonomy by recognizing differences between the levels.

Domain/Cluster 2 Inquiry/Tutorials Benchmark # The student will:AV.7.INQ.2.1 Understand and utilize 10 Steps in the Tutorial Process.AV.7.INQ.2.2 Understand roles of all participants in academic tutorials with

peers as group members and college tutors as facilitators, twice per week.

AV.7.INQ.2.3 Complete the Tutorial Request Form (TRF), including heading, source, academic vocabulary, point of confusion and level 2 question(s), prior to class.

Domain/Cluster 1 Collaboration/Collaborative SkillsBenchmark # The student will:AV.7.COLL.1.2 Enhance understanding of collaboration by working in groups

during team building and motivational activities or problem solving.

AV.7.COLL.1.6 Refine inquiry, listening, and oral communication skills through a variety of activities, including tutorials, presentations, Socratic Seminars, and Philosophical Chairs.

Domain/Cluster 1 Organization/Organization and Time ManagementBenchmark # The student will:AV.7.ORG.1.3 Utilize and assignment log or calendar, which shows when

assignments are due, when assignments are completed and submitted, and the grade each assignment received for each class. Also assess AV.7.ORG.1.4.

Domain/Cluster 2 Organization/Note-TakingBenchmark # The student will:AV.7.ORG.2.1 Develop a basic understanding pertaining to the components of

the Cornell Way focused on note-taking process.

55


AV.7.ORG.2.6 Understand how to identify important points, use abbreviations and use shorthand in the right column of Cornell notes.

AV.7.ORG.2.7 Begin writing questions (any level) in the left column that corresponds to chunks of information in the notes section.

Domain/Cluster 3 College Readiness/College and Career Knowledge Benchmark # The student will:AV.7.CR.3.2 Begin developing an understanding about the value of a college

education.AV.7.CR.3.3 Begin a basic understanding of college vocabulary.AV.7.CR.3.5 Research various careers, comparing salaries and qualifications.

56

Appendix C: AVID Item Writer Glossary

The following glossary is a reference list provided for Item Writers and is not intended to comprise a comprehensive vocabulary list for students. The terms in this glossary pertain to the Specifications and the Benchmarks Clarifications in AVID.

AVID: Advancement Via Individual Determination [L. avidus]: eager for knowledge

AVID Binder: This is an organizational tool that is required for all AVID students to use. Contents and size may vary by grade level. In general, a 3-inch, 3-ring binder with pockets and dividers with colored tabs to separate each academic class including AVID is organized within the binder. A zipper pouch to store supplies is also placed within the binder, along with filler paper, Cornell note paper, tutorial forms and learning logs.

AVID Methodologies: AVID strategies and framework most effective in the quest for writing, inquiry, collaboration, organization, and reading. The methodology is not intended to change the curriculum, rather to allow all students to have access to rigorous college preparatory curriculum.

AVID Student Agreement: An individual student contract outlining student goals and responsibilities that shall be adhered to throughout the school year.

Collaboration: Instructional method in which students are grouped to work together to solve problems or create learning environments that allows opportunities for students to take personal responsibility for their own work.

College Readiness: Building a college-going-culture through field trip opportunities and by identifying college requirements, understanding college vocabulary, researching various career paths, researching various types of colleges and universities, and planning for college acceptance.

Conflict Management: Tools that provide students with effective ways to positively engage in all classes.

Cornell Note-Taking: A systematic approach designed by Dr. Walter Pauk of taking notes that require students to divide their papers into a narrow left margin where students write clarifying questions and headings related to their notes in the wide, right margin. A summary response is placed at the bottom of the note page. This system also requires students to review and revise their notes often, as well as, to use the notes as a study guide.

Cornell Way: AVID’s focused note-taking system that utilizes the Cornell note-taking steps. This system includes 4 key aspects: note-taking, note making, note interacting and note-reflecting that are broken down into 10 steps defining the CORNELL WAY.

57

Critical Reading: Development of strategies that encourage connecting to prior knowledge, understanding text structure, and using text processing to increase success and confidence with comprehension skills. Textual analysis includes pre-reading and rereading strategies, as well as Marking the Text, Annotating the Text and Summarizing the Text.

Critical Reading Instruction: A five step process that includes a plan for reading, building vocabulary, a pre-reading activity, interaction with the text during reading, and an activity to extend beyond the text after reading.

Goal Setting: A systematic approach to setting and achieving short-range, mid-range, and long-range goals using the GPA (Goal-Plan-Action) outline.

Higher Order of Thinking: Costa’s Levels of Thinking: A three tier approach to higher order thinking skills – level one is text explicit, level two is text implicit, and level three is experienced based. Blooms’ Taxonomy: Includes six levels of questioning – knowledge, comprehension, application, analysis, synthesis, and evaluation. Webb’s Depth of Knowledge: A four tier approach – level one (recall), level two (skill/concept), level three (strategic thinking), and level four (extended thinking).

Inquiry: Skillful, higher-level, open-ended questioning methods.

Learning Logs: A technique used to help students focus on what they are learning.

Philosophical Chairs: A format for classroom discussion similar to debate that focuses on a controversial central statement or topic.

Self-Reflection: A technique used to help students have a deeper understanding of how they learn and how they can positively interact with others.

SLANT: A technique used to enhance student ownership of learning: Sit in the front of the room, Lean Forward, Ask Questions, Nod your Head, and Talk to the Teacher.

Socratic Method: A method of inquiry developed by Socrates to enable students to think for themselves in order to seek deeper understanding of complex ideas.

Socratic Seminar: A format that is followed to foster active learning to support students as they seek a deeper understanding of text during a class or group discussion.

Summary: The act of identifying and accounting for essential information.

Time Management: A skill that is explicitly taught to help students to develop a system to increase their organizational skills.

58

Tutorials: A highly organized and focused study group that practices a 10 step process to gain deeper knowledge of content material, including a description of their individual point of confusion (POC) on their Tutorial Request Form (TRF) and offering a 30-second speech describing what they know and explaining their point of confusion.

Tutorial Request Form: A specific form used to help guide student thinking before, during and after tutorials.

WICOR: Symbolizes key methodologies of the AVID elective: Writing, Inquiry, Collaboration, Organization and Reading.

Writing Process: Includes the five steps of writing: Pre-writing, Drafting, Revision, Editing and Publishing along with Peer Responses and Self-Evaluation.

59

Appendix D: AVID Elective End-of-Course AssessmentTest Design Summary

Duration of the TestThe table below displays the number of minutes allowed for regular test takers for the AVID EOC Assessment, which may be administered in one or two sessions for either an 80 minute or 90 minute assessment depending upon district needs. (Note: Assessment Blueprints are available for both the 80 minute and 90 minute versions of the assessment. Test Administration Guides are available for the 80 minute and 90 minute versions of the assessment and include instructions for both testing options: one and two sessions.)

Course Duration (minutes)AVID Elective One Session: 90 minutes

Two Sessions: 45 minutes each

One Session: 80 minutes

Two Sessions: 40 minutes each

Length of TestThis table provides an appropriate range for the number of total items on the test depending upon the duration of test. These ranges include both the operational and field-test items.

Course Item RangeAVID Elective One 90 Minute Session: 62 Items

Two 45 Minute Sessions: 31 Items per session/62 (total)

One 80 Minute Session: 56 items

Two 40 Minute Sessions: 28 Items per session/56 Items (total)

60

Appendix D: Reporting Categories Grade 7 AVID Elective

Reporting Categories Benchmark

Self Actualization (20%)(Character Development and Communication)

AV.7.CD.1.4AV.7.CD.2.1AV.7.CD.4.2AV.7.COMM.1.1AV.7.COMM.1.4AV.7.COMM.1.5

Language Development (30%)(Writing and Reading)

AV.7.WRI.1.1AV.7.WRI.1.2AV.7.WRI.1.6AV.7.WRI.1.7AV.7.WRI.2.1AV.7.WRI.2.5AV.7.WRI.2.6AV.7.WRI.4.2AV.7.REA.2.4

Critical Thinking (25%)(Inquiry and Collaboration)

AV.7.INQ.1.1AV.7.INQ.2.1AV.7.INQ.2.2AV.7.INQ.2.3AV.7.COLL.1.2AV.7.COLL.1.6

Postsecondary Preparation (25%)(Organization and College Readiness)

AV.7.ORG.1.3AV.7.ORG.2.1AV.7.ORG.2.6AV.7.ORG.2.7AV.7.CR.3.2AV.7.CR.3.3AV.7.CR.3.5

61

Appendix E: Course Descriptions for Grade 7 AVID Elective

Course Overview

A. Major Concepts/Content. Advancement Via Individual Determination (AVID) is offered as an academic elective course that prepares students for college readiness and success. AVID is scheduled during the regular school day as a year-long course. Each week students receive instruction utilizing a rigorous college preparatory curriculum provided by AVID Center, tutor-facilitated study groups, motivational activities and academic survival skills. In AVID, students participate in activities that incorporate strategies focused on writing, inquiry, collaboration, and reading to support their academic growth.

The seventh grade AVID Elective course builds upon the components of the AVID philosophy. Students will refine short‐ and long‐range goals, and as a result, begin to understand the value in taking charge of their actions. Students will start working on intrapersonal and interpersonal skills, as well as formal and informal speech. Students will complete self‐evaluations and peer evaluations, related to reading, writing, organization, and speaking. In broadening their writing practice, students will begin considering audience, purpose and form in their writing. Students will take an active role in their learning, understanding the roles of all members in assignments and collaborative lessons. They will expand their knowledge bases of note‐taking, in relation to studying and test preparation. Students will be exposed to different field trips, guest speakers and research, to increase their knowledge of college and career options.

Course student performance standards must be adopted by the district, and they must reflect appropriate Common Core State Standards.

B. Special Note. Skills acquired in this course will be implemented by the student across the curriculum. Advancement Via Individual Determination 7 (AVID 7) is a rigorous course offered by AVID Center, and content must be provided as specified by AVID Center. Students who are successful in this course will be on the appropriate pathway to success in AVID 8. Teachers must receive training from AVID Center to teach this course.

C. Course Requirements. These requirements include, but are not limited to, the Common Core State Standards that are most relevant to this course. Standards correlated with a specific course requirement may also be addressed by other course requirements as appropriate. Some requirements in this course are not addressed in the Common Core State Standards. Other subject areas and content may be used to fulfill course requirements. This course includes an agreement related to minimum standards for behavior, attendance, and participation.

62

The following is a list of Common Core State Standards that crossover into the Grade 7 AVID Standards.

Scheme Descriptor

LACC.7.RI.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

text.

LACC.7.RI.1.2 Determine two or more central ideas in a text and analyze their development over the course of the text: provide an

objective summary of the text.

LACC.7.RI.1.3 Analyze the interactions between individuals, events, and ideas in a text.

LACC.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings:

analyze the impact of a specific word choice on meanings and tone.

LACC.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the

development of ideas.

LACC.7.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from

that of others.

LACC.7.RL.1.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

text.

LACC.7.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text: provide an

objective summary of the text.

LACC.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings:

63

analyze the impact of rhymes and other repetitions of sounds.

LACC.7.SL.1.1 Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues building

on others’ ideas and expressing their own clearly.

LACC.7.SL.1.2 Analyze the main ideas and supporting details presented in diverse media formats and explain how the ideas clarify a topic, text,

or issue under study.

LACC.7.SL.1.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and

sufficiency of the evidence.

LACC.7. W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection,

organization, and analysis of relevant content.

LACC.7.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and

well- structured event sequences.

LACC.7.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and

audience.

LACC.7.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

LACC.7.W.3.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused

questions for further research and investigation.

LACC.7.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

64

MACC.4.OA.1 Use the four operations with whole numbers to solve problems.(Calculating the mean grade)

MACC.6.EE.2 Reason about and solve one-variable equations and inequalities. (Calculating GPA)

MACC.6.NS.3 Apply and extend previous understandings of numbers to the system of rational numbers. (Calculating GPA)

MACC.7.RP Analyze proportional relationships and use them to solve real-world and mathematical problems.

65